Prompt details

Tested on

Claude Opus 5.5

Length

604 words · 4 fill-ins

Example input

[Present levels data]: Grade 4, age 9. Reading data from the last 6 weeks: - Oral reading fluency, grade 2 passages: 58 words correct per minute, 89% accuracy (median of 3 probes). Grade 4 passages: 41 words correct per minute, 82% accuracy. - Phonics screener: CVC words, blends and digraphs 100%. Vowel teams 9 of 20 correct. Multisyllable words 4 of 15 correct. - Comprehension: answers 8 of 10 literal and inference questions when a grade 4 text is read aloud; 4 of 10 when reading the same level alone. - Writing: spells grade 2 high-frequency words with 85% accuracy; avoids long words in writing. - Attention: in three 30-minute observations of independent reading, on task in 12 of 30 one-minute intervals (40%) on average. With a visual timer and a 3-step checklist, on task in 21 of 30 (70%) in one observation. - Strengths: strong vocabulary and listening comprehension, loves science and animals, draws detailed diagrams, helpful to classmates. - Teacher report: guesses long words from the first letter, loses place on the page, often asks to leave the room during independent reading.

[Grade and area of need]: Grade 4. Areas of need: reading (decoding and fluency) and staying on task during independent work. Grade-level expectation: reads grade 4 text accurately and fluently enough to support understanding.

[Current supports]: Specialized reading instruction with the special education teacher, 30 minutes a day, 5 days a week, in a group of 4 (structured phonics program). Tests read aloud in science and social studies. Preferential seating near the teacher. No behaviour plan yet.

[District goal format]: Goals are written as: "By [date one year from the meeting], when given [condition], the student will [observable behaviour] [criterion] as measured by [method]." We report progress 3 times a year, at the end of each trimester, and each goal needs a short-term objective for each reporting period.

Example output

1. Present levels summary

The student has strong vocabulary and listening comprehension, loves science and animals, draws detailed diagrams, and is helpful to classmates. When a grade 4 text is read aloud, the student answers 8 of 10 literal and inference questions. Basic phonics skills are secure, with 100% on consonant-vowel-consonant (CVC) words, blends and digraphs. However, the student reads 9 of 20 vowel team words and 4 of 15 multisyllable words correctly, and the teacher reports the student guesses long words from the first letter. On grade 4 passages the student reads 41 words correct per minute at 82% accuracy (grade 2 passages: 58 words correct per minute at 89% accuracy, median of 3 probes), and reading the text alone lowers comprehension to 4 of 10 questions. During independent reading the student is on task in an average of 12 of 30 one-minute intervals (40%) across three observations, and in 21 of 30 (70%) in one observation with a visual timer and a 3-step checklist. The teacher also reports the student loses place on the page and often asks to leave the room. The result is that the student understands grade 4 content when it is read aloud but cannot yet read it independently with the accuracy needed for understanding, and spells grade 2 high-frequency words with 85% accuracy while avoiding long words in writing.

2. Annual goals

Goal 1: Decoding

By [meeting date + 1 year], when given lists of unfamiliar vowel team words and multisyllable words, the student will read each word aloud correctly in at least 18 of 20 vowel team words and at least 12 of 15 multisyllable words on 2 consecutive probes, as measured by alternate forms of the phonics screener, scored using the screener's rules.

Condition	Behaviour	Criterion	Measured by	Baseline
Lists of unfamiliar vowel team words (20) and multisyllable words (15)	Reads each word aloud	18/20 vowel teams (90%) and 12/15 multisyllable (80%) on 2 consecutive probes	Alternate forms of the phonics screener	9/20 (45%) and 4/15 (27%)

*How the target was chosen:* 90% is a common general-guide mastery level for directly taught phonics patterns. Multisyllable words are set lower at 80% because they come later in most phonics sequences; the team should check both against the program's own mastery criteria.

Claude Opus 5.5

IEP Goals – IEP goals prompt for ChatGPT and Claude

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Claude Opus 5.5

This prompt drafts the goal section of an IEP for the team to review. Paste de-identified present levels, the need, current supports and your district's format; you get measurable goals, objectives, accommodations and a parent summary.

What you get

A present levels summary built only from your data
Measurable annual goals in your district's format, each split into condition, behaviour, criterion, measure and baseline
Objectives for each reporting period, accommodations kept apart from modifications, and a progress monitoring plan
A plain-language parent summary and the open decisions for the team

How to use it

1
Strip the identifiers
Remove the name, birth date, school and ID numbers, then paste the scores, observations and supports with their time frames.
2
Check every figure and target
Compare each figure with your records and each target with your assessment's published norms, and fill any [add baseline].
3
Bring it to the team as a draft
Share it with the team, including the parents, as a starting point; the team sets the goals, services and placement.

Better results

Paste numbers, not impressions: "on task in 12 of 30 intervals" gives a goal a baseline, while "has trouble focusing" does not.
Follow up with: "Write goal 1 again with a lower target and say what changes" to bring options to the team.
Read the parent summary aloud before you send it; if a word would need explaining at the meeting, change it now.

Questions

Can ChatGPT write IEP goals?

Yes, ChatGPT can draft IEP goals from present levels data, and a structured prompt makes them measurable. It cannot see the student or the full evaluation, so treat the goals as a draft: the IEP team, including the parents, decides goals, services and placement.

Is it safe to use AI for IEPs?

It can be, if you remove every identifier first: no name, birth date, school or ID number. Check your district's policy on student data and AI before pasting anything, and keep the final IEP in your district's own system.

What makes an IEP goal measurable?

An IEP goal is measurable when it names a condition, an observable behaviour, a criterion with a number, a timeframe and how progress is measured, starting from a baseline. "Will improve reading" is not measurable; "will read 70 words correct per minute" is.

Does AI know my state's IEP rules?

No. State and district rules differ, and an AI cannot check whether a goal meets yours. This prompt follows the goal format you paste, cites no laws and leaves compliance checks to you and your district.

Updated 8 Nov 2026